Parent Strategies for Juggling Imvolvement and Life

by Leah MacVie

Today’s students have crammed schedules. They wake up early, shove food in their face, jump in the car, run from class to class, go to band practice followed by soccer practice, get their homework done while eating, and then off to bed. If you think that is stress inducing, imagine their parents, who work full time and juggle schedules for 3 kids.

As a parent, you have to choose your priorities. Here are a few strategies for balancing life and being involved in your child’s schools.

Support your Child

Coming up with a consistent schedule during the week will definitely help students to nail down a routine. Show an interest in not only what your child is attaining in school, but also what they are learning and interested in. When adults keep asking about the grades, students begin to believe that’s all that matters. There is more to school than grades. There are experiences, friendships, open minds, innovative ideas, and current events.

Meet the Teachers

For younger students, contact your child’s teacher a few weeks after the start of the school year to say you want to stop by and introduce yourself. For the older students, you may have this opportunity at an open house.

Stay up to Date


Some teachers will send out newsletters. While you don’t always have the time to comment face to face on these newsletters, you can e-mail questions and comments at any time of day. Also, check the school Web site, and contact the webmaster if you notice it is out of date. If you can, attend school board and PTA meetings, even if for a short amount of time.

Volunteering Time

If you are lucky enough to have a flexible employer that supports families, then it’s definitely a great idea to ask your child’s teacher when an extra pair of hands will be needed and to schedule it in advance. If you don’t have daytime hours to spare, then ask your child’s teacher how you can volunteer in other ways, like baking or assembling handouts.


Juggling involvement and life isn’t easy, but being consistent with these simple strategies will help you to maximize the time you have.

Leah MacVie blogs about educational choices at http://www.leahmacvie.com./ She loves contemplative comments from bloggers like Rob Griffith and appreciates helping faculty that think online learning is an interesting choice.

Gubernatorial Glog!

Overview

In an attempt to introduce students to the candidates for New York State Governor race, the Participation In Government class conducted research on Carl Paladino and Andrew Cuomo to put into a Glog poster. GlogsterEDU is a technology tool that allows the Glog creator to make a digital interactive poster. Glogs can include voice, text, images, video, and links to additional websites and information. This is the first Glogster project that these students have been able to work on. The students worked collectively to assemble a Glog that would demonstrate the political positions, background, and personal profiles of the these two Governor hopefuls.

Operation

Students were divided into two groups and each group assigned on of the two gubernatorial candidates. They independently began to research different aspects about the candidate they were assigned, and put all their finding together into one political Glog about the candidate. Utilizing GlogsterEDU they created a multi-media digital poster that represents the research of multiple students working together on the same component of the assigned project.

Outcome

Below are the two Glogs created to showcase the New York State Gubernatorial candidates. they were created to portray all aspects of the candidates, and explore more than just the political rhetoric discussed by the news media. Enjoy

Lewis, Clark, and the Corps of Discovery

Overview

In a desire to create an engaging environment that mixed Halloween traditions, technology components, and content instruction into a single day, the Social Studies class studied the Lewis & Clark expedition in a new way. Student groups had to research events for a timeline activity, were involved in a hands-on image creation activity (pumpkin carving), and put together maps of the traveled route by using pumpkin seeds in a mapping exercise.

Operation

The classes were each divided into 4 groups, with each group having to complete all of the following tasks.

1-They had to carve a pumpkin using the profile image of Lewis, Clark, Jefferson, or Sacajawea

2-They had to map the route of the Corps of Discovery using pumpkin seeds


3-They had to put events into a Dipity timeline created for this assignment.


Student groups were given time before the activity date to research and find profile images, and document specific events that took place during the Lewis and Clark expedition. They came to class, were directed to the different learning stations, and began to work on their tasks.

Outcome

Despite some technical glitches (students unable to edit the Dipity timeline) the overall experience with this activity was tremendous. Student involvement and teamwork allowed them to focus energy towards accomplishing all three task components at the same time.

The finished products were a tremendous sight to behold and the students should be proud of all they accomplished and learned in this activity. Here are a few samples...














The Student Created Dipity timeline:

Lewis-Clark, and The Corps of Discovery on Dipity.

Productive Economics

Overview

The Economics class has been studying supply this week and engaged in an activity that measured productivity and output. Students were "hired" to work in a Paper Chain factory and given a limited number of resources to create 5 link paper chains during a given time period. After each work session another labor component (student) was added and the process began again. Total output was recorded and marginal output measured during this activity.

Operation

Students joined in the production process of creating Paper Chains by measuring, cutting, folding, and stapling. Feedback was provided regarding division of labor and specialization. This feedback was immediately implemented and the workers performance was measured by counting the total number of Paper Chains created during the work session.

Outcome

The level of student engagement and excitement for this activity was amazing. Students we offering specialization advice, describing ways to implement division of labor, and attempting to increase total output at during each work session. Adding another level of input (student) after each round brought new ideas and fresh thinking to the work process and environment. The culminating aspect of this activity was the competition of two production "plants" fighting not to be shutdown.

This activity allowed students to see the reality of competition in the marketplace, to participate in quality control and manufacturing, and to experience the highs and lows of the workplace environment. I thank all our Paper Chain employees for their hard work.

Check out the Animoto video...

Who Said It?

Overview

Students in U.S. History class were asked to listen and read eight different statements made by individuals involved in the Revolutionary War. They were not given the identity of the individuals but were asked to make a decision as to whether the statement was made by a Loyalist or Patriot.


Operation



Eight stations were set up around the room each station having one statement. Students were each given a record sheet and on it they were to record three pieces of information. First they were to identify whether the statement was made by a loyalist or patriot. Second, identify three words which led to this determination. Third, write a short statement giving the reason for their choice. They circulated around the room listening and reading each of the statements until they had completed all eight.

Outcome

The results from this exercise were magnificent. It was exciting to see all students involved in an simple activity that had them engaged and thinking. They appreciated the ability to move about the room, and did so without being a distraction. Including more to this activity that just determining who said it forced students to slow down and validate their responses. This type of thinking produced results that were unexpected. over ninety percent of the class completed this activity with zero errors. This activity was a great way to involve them in much more than simple reading and writing, and promoted deep student thinking much more than a simple matching exercise could ever have done.

Press Conference

Overview

The US History class took on a new challenge this week with a simulation exercise about the Boston Tea Party. The students were going to collaborate in five groups to research different perspectives of the Tea Party, and create a summary and list of questions. It was an activity that would place them in the first person role of either participant or observer.

Operation

Students were each assigned either the role of Colonist, British Official, Member of the Sons of Liberty, Native American, or Ship captain/mate. They worked together to research the events of the Boston Tea Party and create summary statements for their assigned role. They also created a list of questions to ask other groups as the other groups would be at the table. One by one each group then was called to the table at the front of the room, gave their report, and the floor was opened for questioning. After each group was given time for Q & A, they were asked to step down and the next group would go.

Outcome

It was remarkable to see the enthusiasm and energy created in the room. Student participation and involvement rose to a new level. The information that was presented was detailed, specific, and demonstrated evidence of solid research. While there where still a small number who attempted to hide in the shadows, the question and answer time did not allow for much of this. Questions were directed to specific members, forcing those who were trying to be shy to have to reply. From the teacher perspective I found this activity to be one that certainly can be built upon and I will use the technique again. One particular student comment at the end of class confirmed to me that we are doing things right. He stated that "Today I really felt like I was there" What a blessing from a history teacher to hear that we were able to make history come alive!


Press Conference on PhotoPeach

Scholar Club - September

In an attempt to promote and reward academic excellence and achievement at the High School level I have created the Scholar Club for the Social Studies students in room #63. This program has been created to motivate students to strive for quality in their work, to go beyond the everyday expectations, and to demonstrate the leadership capabilities of someone who cares.

Our format for inductions is as follows, each month the students who meet the required criteria for membership will be inducted into the Scholar Club. In order to become a member students must meet class avg percentage requirements, must have one of the top five grades on a project, must have completed one voluntary community service project, have not been issued a detention, and must have no unexcused absences. If these criteria are met the student will automatically become a Scholar Club member and receive the rewards associated with membership.

Here is what being a member of the Scholar Club provides. First, the student will be showcased in the newsletter with a descriptive narrative describing their academic achievement. Next, the student will be recognized on the website and their project will receive special display format. Students will also have the option of dropping a low grade from their homework or a quiz. Finally, they will be granted special privileges for visiting either their locker or the library, and using the restroom during class time.



Chelsea

Brittany

Troy

Michaela

Leanne

Allison






These six students have a combined class avg. of 94, have completed over nine hours of community service projects in the community and the district, created exemplary projects on GlogsterEDU and VoiceThread, and have faithfully attended class. They will be showcased in the school newsletter coming out next month, and more information about them and their work is available on the Scholar Club Webpage.

In A Wordle...

Overview

Wordle is a program for generating word clouds from text that you provide. They can be changed and altered according to text size, font, color, and layout. The clouds are a representation of the text with more prominent words representing their increased used in the text. Wordclouds can be simple or complex, and can be printed, or shared.


Operation


The Government class completed a simple Wordle project using the text students provided. All students received the same prompt. "What does America mean to you?" From this prompt question students were to create a Wordle that had a minimum of 15 words they would use to explain what America means to them. Studnets input the text into the word cloud generator and created a Wordle specific to their perspective and point of view.




Outcome


This activity allowed students to see how prominent ideas were focused in their Wordle. They utilized a simple web tool and created a product to both share and display. Each student printed out their Wordle and they are displayed on the bulliten board in room #63. They also saved their Wordle and embedded the image into their personal Wikispace page created to display their work. This simple activity was an engaging way to incorprorate technology into a reflective prompt dealing with the personal viewpoint of America.

Click & Check Them Out

Skype with Sipe

Overview

Skype is a software application that combines the features of a telephone and webcam enabling the parties connected to talk and see each other over the Internet. The service is free and is a tremendous way for classrooms separated by distance to collaborate in real time.

Operation

On Monday the Economics class was given the opportunity to Skype with a 6th grade reading class in Randolph NY taught by Mr. Sipe. (check out his website) It was an exercise in introduction. As educators it was our desire to familiarize students to the Skype experience in a way that was informal and put students at ease. Our classes met for approximately twenty minutes and took turns introducing classrooms and each other. They were able to challenge student thinking through the sharing of riddles, they learned new vocabulary by comparing classrooms, and were exposed to students they do not see everyday.

Outcome

The Skype experience was one that the students truly enjoyed. They were able to take a glimpse outside of the four walls of the classroom and see education in action at another school. This experience enhanced the student perspective of education overall by allowing them to visualize an alternative learning environment and compare that environment with theirs. We thank Mr. Sipe and his reading class for taking the time to connect with us, and we look forward to more opportunities to learn from those beyond our district.

Google Tools

In the spirit of a new year, new blog, and new things, the classes in Room #63 utilized a NEW instrument for some assessment and response. Using GoogleDocs a form was created to collect student answers. The created form was embedded into the teacher webpage and students accessed it through the school homepage.

Operation

Using this process were were able to provide the students an assessment instrument without having to use the copying machine and paper. This system also allowed students who were absent to still access the material in a timely fashion without having to miss additional class time to make up an exam. They were able to do this via an Internet connection at home and still participate in the daily activities of the class.

From a teacher perspective I was able to gather all the student data and responses in a single spreadsheet for each class and did not have to worry about re-distributing exams. Student confidentiality was maintained since there was no papers moving about with grades and names attached.

Outcome

The result was an interactive experience that students enjoyed. It was a NEW experience for most. It enabled them to both get acquainted with new technologies, and participate in a paperless classroom experience.



The technology component made this enjoyable for all since the students desire to use and implement new technologies.

The Beginning

Overview

Throughout this first week back we have slowly introduced some of the technology tools we will be using this year. The first tool we set up, introduced, and explored was Edmodo. This is an private interactive micro-blogging social platform that provides an environment allowing for the sharing of ideas, files, and assignments in real time.

Operation

We utilized this in an introductory manner this week to give students a feel of the process and nature of micro-blogging and discussion. Edmodo allows for both teacher and student to post their own notes and respond to notes through comments. For the teacher it provides for document file sharing, assignment delivery, embedding and linking for other collaboration and interaction. During our first attempts students were given a short period of time to explore Edmodo and experience some of the interactive components that it has to offer, such as the polling feature.

Outcome

We all are really excited about what we will be able to do and accomplish with Edmodo, and looking forward to the interaction and collaboration within the classroom that it provides. Edmodo has brought a different perspective to many of the students about the role technology can play in education. The usefulness in the classroom is tremendous, and we are fortunate to have the technological capabilities here at HCS to implement this into content instruction.